398 



SCIENCE 



[Vol. LVI, No. 1443 



amendment far v-se in the treatment and pre- 

 vention of defi.ciency diseases, particularly go-iter. 

 (Br title). J. W. Tuksentine. 



SECTIOX OF CHEMICAIi EDUCATION 



Edgar F. Smith, chairman 

 Neil E. Gordon, secretary 

 Pandemic chemistry. Wilder D. Baxckoft. 

 There is a great need for a course in chemistry 

 which shall be intended for the man who wishes 

 to learn something about the subject as a part 

 of a general education; but who has no intention 

 of going on with the subject. Such a course 

 should cover the whole field of chemistry in an 

 interesting way without wasting time on tech- 

 nical details. Cornell University is considering 

 seriously starting such a course when the new 

 chemical laboratory is finished. A general out- 

 line of the proposed course is given. 



What chemistry shall be taught in high school 

 and how sliaXl it be correlated with college cliem- 

 istry- Louis W. Mattekn. Stress is placed on 

 the adaptability of chemistry in liigh schools to 

 the development of certain habits and mental 

 traits not only essential to the successful study 

 of chemistry and other scientific subjects in col- 

 leges, but, as well, to the average citizen, at a 

 time when such habits and mental traits are 

 bettor obtained than in college. A discussion is 

 made of the problems in the articulation between 

 high school chemistry and college chemistry. A 

 brief statement of content to cover less ground 

 and to emphasize unity in high school chemistrj- 

 is made with a view of the high school taking to 

 college a greater thoroughness in fund.imental 

 principles, their relationships and the ability to 

 apply them. 



What chemistry shall he taught in the first year 

 of college and how shall this he correlated with 

 high school chemistry. Harrt N. Holmes. High 

 school ehemistiy is valuable as a training in 

 scientific thinking but it should not be forced to 

 prepare the student for second year college chem- 

 istry. First year college chemistry must consoli- 

 date what was learned before in an interpretive 

 spirit and must iutroduce much new material. It 

 should give much more attention to physical 

 chemistry, organic chemistry, qualitative analysis 

 — and be more quantitative in general. The re- 

 search attitude of mind may be stimulated even 

 in the first year. In dividing a large class into 

 groups — the more elementary and the more ad- 

 vanced — ^the judgment of the teacher should be 

 influenced by the records of tlie '.'.igh schools from 

 which students camo and by a more or less formal 

 quiz on high school chemistry. 



Wliat chemistry shall be taught in our profes- 

 sional schools? L. B. Broughton. The chemical 

 requirements for pre-medieal students are cited 

 as specified by the American Medical Association. 

 The question is raised as to how the colleges of 

 liberal arts and science should deal with this type 

 of chemical training, with suggestions that some 

 adaptations could be made. 



Chemical education in dental schools. Wortley 

 P. EuDD. The following points were covered in 

 this paper: (1) Needs of freshmen students in 

 chemistry in those dental seliools requiring only 

 high school graduation for matriculation. (2) 

 Needs in those schools requiring one year of col- 

 lege work for matriculation. (3) The proper cor- 

 relation of dental metallurgy and dental chem- 

 istry. 



Chemical education in pharmacy schools. John 

 C-. Krante, Jr. The purpose of the paper was 

 to point out the objections to the teaching of 

 strictly applied pharmaceutical chemistry in 

 pharmacy seliools, and also to show that the sub- 

 stitution of general college chemistry does not 

 supply the needs of pharmacy students. The 

 paper also describes an efficient and comprehen- 

 sive method of correlating general and pharma- 

 ceutical chemistry in order to meet the demands 

 of the pharmacy student. 



What chemistry should be taught an agi-i^:ul- 

 tural student. C. W. Stoddaet. General inor- 

 ganic and agricultural chemistry should be given 

 to all agricultural students. Qualitative analysis 

 should be a part of general chemistry. Organic 

 chemistry and possibly quantitative analysis 

 should be a part of agricultural chemistry, 

 although the latter is not necessarily a part of the 

 laboratory work of agricultural chemistry. For 

 specialists in agricultural chemistry a separate 

 course in organic chemistry is essential, and it 

 ought to be " well rubbed in. ' ' They need also 

 a course in quantitative analysis but combining 

 theory with agricultural practice, not too distinct 

 courses. Agricultural chemists nmst be well 

 grounded in chemistry. But after all the teacher 

 is the principal item in what chemistry should be 

 taught to an agricultural student. 



Qualitative analysis for engineering students. 

 Charles W. Cuno. A short synopsis of the 

 paper follows: (1) A discussion of the present 

 methods of teaching qualitative analysis as a pre- 

 liminary to other courses in chemistry. (2) A 

 questioning of the wisdom of such a course for 

 civil, mechanical and electrical engineers. (3) 

 Suggestions: (o) For the modification of the 

 course. (6) For a new course. 



